LFL V REPORT OF PROCEEDINGS 2018

SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

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Report of Proceedings

Leading for Literacy Now!
Phase V

Training for Principals

Sr. Francis Xavier’s Heritage Hall
#53 Pembroke Street
Port of Spain

–

August 20-August 24, 2018

Primnath Gooptar

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Report of Proceedings

Leading for Literacy Now
Phase V

Training for Principals

August 20-August 24, 2018

Primnath Gooptar

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

TABLE OF CONTENTS

Contents…..…………………………………………………………………………………………………………….….2
Introduction……………………………………………………………………………………………………………….3
School Leadership Center Background…………………………………………………………….……….…3
School Leadership Center Team…………………………………………………………………………….……3
Training Objectives………………………………………………………………………………….…….……….….4
Programme of Activities…………………………………………………………………………………….……….5
Day 1………………………………………………………………………………………………………….……..……….8
Day 2……………………………………………………………………………………………………………….…..……17
Day 3…………………………………………………………………………………………………………………..…….27
Day 4………………………………………………………………………………………………………….….…..……..32
Day 5………………………………………………………………………………………………………….……..………35

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Introduction

In November 2011, the Education Sector Committee of the National Commission for UNESCO, took up
the cause of promoting literacy, which had been recognized by the Government of Trinidad and Tobago.

The Education Sector Committee proposed the programme “LEADING FOR LITERACY NOW!” for primary
school principals and Infant I and II teachers in 40 primary schools. The ‘LEADING FOR LITERACY NOW!”
programme seeks to provide principals with leadership skills to work with their Infant I and II teachers to
improve the reading standards among all Infant I and II pupils in their schools. Teachers are trained in
the Jolly Phonics programme and supported for a year in delivering this programme.

In 2015, Republic Bank Ltd, through the Power to Make a Difference programme, pledged support for
this programme for the five years. The programme now embraces the work of the Curriculum
Development Division of the Ministry of Education, the National Library and Information System
Authority (NALIS), the Franciscan Institute and the School Leadership Center.

School Leadership Center Background

The School Leadership Center of Trinidad and Tobago was founded in 2000 and has over the
years held several annual Summer Institutes and Breakfast Conversations for school leaders in
Trinidad and Tobago. Since 2005, the Center has also sponsored several principals’ attendance
at the Harvard Summer Institute in Boston, Massachusetts. The School Leadership Center is
currently involved in an Emotional Literacy programme, Apple’s Friends and the Leading for
Literacy Now project.

Website: www.schoolleadershipcenter.com
E-mail: [email protected]

School Leadership Center Team

Mrs. Elizabeth Crouch—President, School Leadership Center of T&T
Mrs. Ramona Khan– Education Consultant, member
Dr. Primnath Gooptar– Member
Mrs. Tara Lalgee– Member
Ms. Jacqueline Toney– Member
Ms. Coreen Kirton– Member
Mrs. Sonji Harris-Guppy—Counselling
Consultant
Jane Holmes Bernstein-Neuropsychologist
Boston Children’s Hospital

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Training Objectives

Principals will:
➢ Understand their role as Leaders in Leading for Literacy.
➢ Gain insight into the importance of self-awareness as a leader.
➢ Recognize the significance of understanding how children learn and what
they come with.
➢ Gain an understanding of the relationship between trauma and learning with
an emphasis on strategies to help children cope.
➢ Identify the elements of change in themselves, the staff and the
environment, necessary for literacy development and implementing the
teaching of reading.
➢ Be familiarized with their duties and responsibilities in Leading for Literacy in
their Infant departments.

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PROGRAMME OF ACTIVITIES

DAY 1

8:00- Welcome and Introduction-
Mrs. Ramona Khan
8:15- The Aim of the Project-
Mrs. Elizabeth Crouch
8:30- Setting an Intention to LEARN-
Mrs. Sonji Harris-Guppy
9:00- What Do We Need to Learn-
Dr. Jane Holmes Bernstein
10:00- BREAK
10:30- Creating a School Family of
Learners
Ms. Jacqueline Toney
11:30- LUNCH
12:30- Self –Awareness Openness to
Change and Life Long Learning –
Mrs. Ramona Khan
1:30- Leadership of the Children We
Have - Ms. Jacqueline Toney
2:45- Reflection, Assignments &
Evaluation (R.A.E)
3:00- Closure

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DAY 2

8:00- Review of Day 1 Assignments
8:15- Development of Language and

Self-Regulation-
Dr. Jane Holmes Bernstein
10:00 BREAK
10:30- The Effects of Trauma and How
Teachers and Principals can Help
Mrs. Sonji Harris-Guppy
11:30- LUNCH
12:30- Elements of the Change Process-
Mrs. Elizabeth Crouch
2:45- R.A.E.
3:00- Closure

DAY 3

8:00- Review of Day 2 Assignments
8:15- The Good Leader is a Team

Builder
Mrs. Ramona Khan
10:00- BREAK
10:30- Managing Conflict within the
School –Communication skills
Mrs. Ramona Khan
11:30- LUNCH
12:30- The Challenge of Change- Case
Studies–and Group discussion
of the Case Studies
Dr. Primnath Gooptar
2:45- R.A.E
3:00- Closure

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DAY 4

8:00- Review of Day 3 assignments
8:15- The Art of a Good Meeting–

Mrs. Elizabeth Crouch
9:15- Implications of Implementing

Jolly Phonics –
Mrs. Elizabeth Nonweiler
10:00- BREAK
10:30- Implications of Implementing
Jolly Phonics- Continued
11:30- LUNCH
12:30- Development of The Infant
Classroom-
Mrs. Avenelle Fortune Johnson
1:00- Deliverables & Accountability-
Mrs. Elizabeth Crouch
2:45- R.A.E
3:00- Closure

DAY 5

8:00- Review assignments
8:15- Case Studies presentations
9:30- Parenting for Literacy -

The Franciscan Institute-
Mrs. Margaret Johnston
9:45- Partnering with NALIS –
Mrs. Quamina Baptiste
10:00- BREAK
10:30- Resources and materials for the
project success
11:00- ARMY Learning Center
11:30- LUNCH
12:30- Review of the outcomes and
Evaluations
1:30- Joint activity with teachers
3:00- Closure and collection of
resources

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PROCEEDINGS

Each day’s activity commenced with an inspirational meditation session conducted by Ms. Jacqueline
Tony. These inspirational sessions set the tone for the day’s activities.

Day 1: Monday, 20 August 2018
AM session
Introduction and welcome

This AM session was a plenary session involving all participants, both teachers and principals. The
workshop was organized for both principals and teachers of the 41 primary schools. Five schools did not
attend the training session.
Training was organized into two main modules. In module one principals were trained in management
and implementation of the Jolly Phonics program. In module two, teachers of the year one and year two
classes of the schools involved were trained in implementing the Jolly Phonics program.
This first AM session was a joint session with all participants.
Mrs. Ramona Khan delivered the opening remarks and introduced the School Leadership Center
members and the workshop facilitators, giving a brief history of the School Leadership Center and of the
Leading for Literacy program in Trinidad and Tobago. She noted that Elizabeth Crouch, head of the
School Leadership Center learned of the UNESCO project in 2014 and successes in Africa and India and
approached the local UNESCO arm with a proposal to introduce the project in Trinidad. The proposal
was accepted and the first cohort of the program was introduced in 2014. In each cohort, one principal
and two teachers were trained from an average of 40 schools each year.

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Presentation 1

The aim of the project
Mrs. Crouch explored the aims and objectives of the Leading for Literacy project and underpinned the
presentation with seven big ideas:

• Education for all! Help for the vulnerable child!
• Literacy has the passport to success
• The principal as change agent
• The power of the competent teacher
• The power of corporate groups to make a difference
• The power of the parent
• The power of the community library

Elizabeth Crouch speaks to the group during the plenary session

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Mrs. Crouch brought it to the attention of participants aspects of UNESCO’s Incheon declaration of
2015: education 2030 which proposed inclusive and equitable quality education and lifelong learning for
all.

Key Point: in this opening presentation, Elizabeth Crouch sets the tone for the weeklong workshop by
identifying the importance of the teacher and the principal for the success of the project. She noted that
certificates of participation in the project will be handed to the participants after one year of hands-on
work in implementing the project. She further noted that in the successful implementation of the
project in the school the principal was identified as a crucial factor in everything that took place
regarding the implementation of the program in the school.

A copy of the Incheon declaration of 2015 was given to participants as an additional handout.

Presentation 2

Sonji Harris-Guppy :Setting an intention to learn

Sonji Harris-Guppy’s presentation looked at participants' readiness and
willingness to learn, arising from their attendance at the workshop. By extension,
she noted that the same concepts applied to the students under their care and
the school plant. With this in mind, she explored ways of getting children to the
point of readiness for learning and looked at ways of removing obstacles for
learning in the workshop setting, in the school setting and in the classroom
setting with the teachers in charge. She concluded a presentation by urging
teachers to be the best they can in the interest of the children in their care.

Presentation 3

Dr. Jane Bernstein: What do we need to learn?

In her presentation Dr. Bernstein discussed these main topics which highlighted
the principles and applications with specific implications for the school principal
and for the teachers:

• What do we need to learn?

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• The school family of learners.
• What do children need to learn? What is learning for?
• What does the learning? How do brains work?
• Context? Relationships? Meaning? Exploration?
• Why is access important?
• What are you asking students to do?

She noted and warned infant teachers against expectations of students when
they first come to them in the infant department of the school. Teachers should
take the time to understand what students know when they come to them and
what they must be taught. Dr. Bernstein further explored issues relating to
learning from a neurological perspective regarding the brain and the genetic
makeup of people. She concluded by looking at the developmental processes of
the brain as the child grows and the general implications for the infant teacher.

Dr. Jane Bernstein makes a point during her presentation

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Presentation 4

Jacqueline Toney :Creating new school family of learners ---intention
versus attention

Jacqueline Toney looked at creating a family of learners and explored issues
relating to the stakeholders who are members of the school family. She identified
some of the stakeholders as principals, teachers, students, parents, grandparents,
community groups, corporate citizens and other supporters. In doing so, she
referred to some of the earlier presentations and sought to pull together some of
the major concepts enumerated in those presentations regarding the implications
for building a school family of stakeholders.

Mrs. Tony focused further on the role of the principal and the teacher in creating
the family of learners within the school setting and noted the importance of the
principal and the teachers modeling behaviors that they would like to see from
other stakeholders. She further explored the need for principals to mentor
members of staff and other stakeholders and the need for constant positive
actions from the principal particularly if he or she would like to see those actions
reflected in the behaviors of other stakeholders in the school community. She
further identified challenges that could negatively impact on the attempt to
create a family of school learners and encouraged principals and teachers to rise
above the child, no matter how negative they may be, in an effort to promote
positive behaviors within the school setting.

Ms. Tony concluded the presentation by noting that the success of the Leading for
Literacy program in the schools depended on creating a family of learners in the
school and having each stakeholder nor their part and their place in the cargo of
the family of learners we. In addition, she noted that it is important that the
principal and teachers involved developed the capacity to continually anticipate
and confront the unexpected and to keep the channels of communication open
with all stakeholders as they seek to develop a meaningful family of learners
within the school setting.

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Day 1 continued: PM session

For this PM session and for the rest of the workshop principals and teachers were
separated into two groups. The rest of the report refers to training for the
principals only.

Presentation 5

Ramona Khan: Self-awareness----Openness to new learning and change

In her very interactive presentation Ramona Khan discussed three major issues:

• What is self-awareness?
• Why is it important in leadership roles?
• How can a leader become open to new learning and change?
Mrs. Khan explored self-awareness and noted its underpinnings in terms of one’s
thoughts, feelings, emotions, strengths, limitations, growth areas and values. In
dealing with the issue of awareness she further explored the concepts and
matters relating to the Johari Window, giving participants an insight into how
others see them, how they would like others to see them, how they see
themselves and the unknown factors relating to the inner self.
Ms. Khan next looked at the importance of leadership roles in creating a positive
school culture and noted that “self-awareness is the most crucial skill a leader can
possess as it helps him or her to know and understand and be aware of what is
happening around him.” She further noted the importance of self-awareness in
terms of being aware of one’s own behavior and changing or modeling those
behaviors and values one wants to see developed in the workplace among staff
and stakeholders.

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Ms. Khan concluded her presentation by exploring ways in which a leader can
become open to new ideas, new learning and change.

Presentation 6

Jacqueline Toney: Leadership of the children that we have.

In her presentation, Ms. Tony looks at various issues surrounding the leadership
of the children by the principal and the teachers. She noted that for principals to
lead they must know and understand their followers in the school setting and
reiterated the importance of principals knowing the children they lead in the
school. She further noted the importance of having a vision for the school and for
the children of the school. She explained that it was important for principals to set
achievable goals for the children they lead taking into consideration the talents
and the potentials of the students they lead while treating with the challenges of
the school and the student population as well.
Ms. Tony further noted the importance of principals and teachers keeping in mind
the major role of developing good citizens who would go on to become good role
models and that children can only become good role models if they have good
role models such as principals and teachers in their foundation years at school.
She concluded her presentation by exploring strategies, principals could use to
achieve their goals and how they could lead and help students to achieve their
own dreams as well.

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Summary of principals’ evaluation and reflections of the
day’s proceedings.

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.

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DAY 2
AM SESSION
Presentation 1

Jane Bernstein, Ph.D. : Emotions, language and regulation: the
foundations of learning.

Dr. Bernstein explored and discussed the following major points in her presentation on the highlighted
the implications for the principals and the school:

➢ Developing the foundations for learning.
➢ Principals as agents of change.
➢ Stakeholders (society, families, teachers, children, parents and others).
➢ Why the focus on foundations?
➢ How children learn?
➢ How do brains work and the brain of a five-year-old?
➢ Emotions and how they affect the child in the classroom in the learning process.
➢ The importance of language development and its use in the learning/teaching process.
➢ Self-regulation, its development and its importance in the learning process.
➢ Principles in the learning process.
In her neurologically based presentation, Dr. Bernstein further looked at the development of the brain,
the rule of the neurons and information as it relates to the body function of the child such as hearing,
sight and touch.
Dr. Bernstein concluded her presentation with a very review of play, language development, emotions
and self-regulation in the learning processes of young children as it relates to the infant child.

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Dr. Bernsteins peaks to the group during her
session.

Presentation 2

Sonji Harris-Guppy: The Impact of Trauma – Providing the Trauma
Sensitive School.

Ms. Guppy, in exploring the impact of trauma in primary school students examine the issues such as:
• Triggers and the possible solutions for trauma in the child in the classroom.
• The impact of trauma on a student’s ability to learn.
• Regulated emotions and ways teachers and caregivers assist the traumatized child.
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• Maintaining routines.
• Anticipating difficult times and preparing to deal with them.
• Providing a safe and supportive environment for the child.

In addition, she looked at key elements of trauma behavior management which teachers and the
principals could implement in the school setting. Some of these included:

❖ The whole school approach to trauma management.
❖ Commitment to building trust and relationships so students can approach school personnel for

help.
❖ Connecting with the child’s family.

Developing connections and external agencies to assist as and when necessary. Ms. guppy concluded
her presentation by exploring classroom tools and strategies that teachers and principals can use to
assist traumatized the students. Some of these include:

➢ Encouraging self-regulation and the co-regulation outside of the classroom..
➢ Building a positive classroom culture.
➢ Giving positive reinforcement.
➢ Encouraging the use of journals among students.
➢ Providing calming activities such as yoga and meditation for students in the classroom.

Day 2 Continued: PM session

Presentation 3

Elizabeth Crouch: Elements of the Change Process in Leading for
Literacy

In looking at the change process needed for the implementation of the Leading for Literacy program in
the infant department in primary schools Mrs. Crouch looked at concepts such as:

The change process.

Why is change needed?

How is change to be effected?

Who is the change agent that is responsible for effecting the change?

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When will the changes be effected?
Where the changes are to be made?
Major signs of the changes effected?

Elizabeth Crouch with a group during her presentation

Mrs. Crouch further explored behaviors exhibited by the change agent and issues and other factors that
can negatively affect the change agent. She looked at issues surrounding the laissez-faire leadership of
the change process in which the leader goes along with the project, but has no real input or intent
regarding the positive outcomes of the project. She further looked at hidden commitments of the
change agent such as competency commitments that can affect the change process and the
consequences of the hidden commitments and assumptions that can negatively offset the output. She
also noted the view that some principals may feel or think of that they would lose their aura of authority
if they become involved in the implementation of the Leading for Literacy project in the infant classes
and pointed out that principals needed to understand the importance of this project in the infant
department as it was the foundation upon which all the learning in the school was based. She further

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noted that some principals often think that they would lose face in the school and in the community if
the Leading for Literacy project did not achieve the desired results. She noted that it was important that
principals understood that the training being provided at the workshop was meant to encourage
principals to make every effort to ensure the success of the J P program in their schools. She reiterated
the point that once principals followed the project manual and implemented the program as suggested
there was certain to be a successful implementation of the program.

She further looked at issues relating to self-reflection and change for the principal and pointed out the
importance of continued self-reflection and encouraging change not only in themselves but in
stakeholders also. Mrs. Crouch concluded her presentation with the steps necessary for the
implementation of change by the principal.

One of the main points that stood out here was setting goals and working towards those goals and
changing the status quo. Change, she noted, is something that many people resist at first, but once that
resistance goes away, the change becomes the norm. She noted that principals and seek to develop
behaviors that support the changes they want to see that only themselves but in their stakeholders
around them. She further reminded principals, in her final remarks, that nothing happens in the school
with change if the change process is not led by the principal. It is imperative, therefore, she noted, that
principals be the change agent and the change leader in the schools in order to make the necessary
changes to ensure the successful implementation of the Leading for Literacy program in their schools.

Presentation 4

Abena Hartley (social worker): The Role of Educators in Responding to
Barriers to Learning

Ms. Hartley explored measures and structures as they relate to the abuse of the child and what can be
done by the principal and the teachers of the school to prevent and/or to deal with situations as they
arose. She indicated that to protect children, teachers need to have the:

➢ Skills to know what to look for;
➢ Knowledge to know what to do;
➢ Confidence to take the appropriate action.

She noted that the importance of the principal and the teachers in the lives of the children of the school
and that drew attention to the Ministry of Education’s ‘National School Code of Conduct‘ document
that outlines the roles and responsibilities as a teacher, principal and other stakeholders dealing with
abuse of the child. She outlined certain principles as enunciated in the code of conduct document:

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Respect
• It is expected that school personnel will exhibit behavior that shows respect for
the rights, property and safety of themselves and others.
Responsibility
• It is expected that school personnel will accept personal responsibility for their
behavior in order to maintain a safe and productive learning environment.
Quoting from the document she highlighted certain important facets of the role of the principal and
noted that the principal is responsible for:

❖ Creating and maintaining a safe and peaceful environment for students that is conducive to
learning.

❖ Establishing school expectations, guidelines, rules and regulations in alignment with national
policy and guidelines from the Ministry of Education.

❖ Reporting any suspected child abuse or neglect situation in accordance with the Children’s Act
and Sexual Offences Amendment Act 2000.

❖ Liaising with Student Support Services Division to provide assistance for students with psycho-
social difficulties.

Ms. Hartley also looked at several types of child abuse and further noted some barriers to teaching such
as absenteeism, healthcare issues, transportation, healthy meals, family issues; and ways of overcoming
those obstacles. She concluded her presentation by reminding principals and teachers that they are not
investigative offices and that once issues of child abuse are brought to their attention, such matters
must be reported forthwith to the police.

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DAY 3

AM SESSION

Presentation 1.

Ramona Khan: The Good Leader is a Team Leader

Once again Mrs. Khan produced a very interactive session in which principals were given the opportunity
to make inputs at various points in the presentation. Mrs. Khan looked at the concept of the work of
ants in her analogy of team building and the demonstrated how effective the ant-work is in terms of
teamwork and keeping the colony alive. She transferred the concept of the teamwork among the ants
into the school setting and the creation of teams and sub-teams in the schools for effective
management of the plant. Some of the sub-teams identified by principals included management teams,
head of department teams, infant department a team, PTA team, sports and cultural team, custodial
team and academic team. She next looked at the role of the principal in managing and supporting those
teams indicating that the principal was the guiding light in the life of all the teams he set up in the
school. She noted that working together was a very important aspect of team building and suggested
that team members should always work together in finding solutions to problems. At this point
participants were taken outdoor for a series of short practical field exercises in teambuilding.
Participants felt that the field exercises helped them to further understand the concepts involved in
team building.
The participants then returned to the classroom setting where Mrs. Khan then explained the importance
of visioning in terms of the various teams and the role of the principal in ensuring that there is a shared
vision and common goals and that each team had clear roles and responsibilities delineated for its
operations. She further noted the importance of members of each team, respecting the rights and
responsibilities of other team members and other teams, of members fully participating in team efforts
and accepting mutual accountability for the actions of the team. The session concluded with Mrs. Khan
exploring six ways to build an effective team and reminding participants of the importance of treating
the proceedings of the team or group with utmost trust and confidence.

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Ramona Khan in an outdoor session during her team building session

Presentation 2

Ramona Khan: Managing Conflict Within the School Family.

After examining definitions of conflict Mrs. Khan explored some major causes of conflict in the school
setting. She noted the major causes of conflict as being insufficient information, misunderstanding
between colleagues in the workplace and otherwise, differences in value systems, differences in beliefs
and perceptions, personality crashes, lack of cooperation, lack of trust and the competition for limited
resources. She further explored other causes of conflict as related to emotions such as anger,
resentment, hurt and jealousy. She also noted the importance of setting aside one’s emotions and
dealing with conflict situations in the school setting explaining that when one allowed his or her
emotions to get the better of himself or herself it can cloud one’s judgment and the real all the good
things that one wants to accomplish.

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Mrs. Khan then explored five conflict management styles and invited principals to note which style best
fits each principal. The management styles enunciated were:
Competing management style…………………………………………… the shark
Accommodating management style…………………………………… the sheep
Avoiding management style………………………………………………. the ostrich/turtle
Compromising management style…………………………………….. the fox
Collaborating management style…………………………………….. the owl
Principals were asked to examine their own presence management style and determine whether they
were the shark or the Fox or one of the others and to further decide which would be the preferred style
of operation when they returned to their school in the new academic year as they begin to implement
the Leading for Literacy program in their infant departments.
Mrs. Khan concluded the session by reminding participants of making decisions based on facts and
noted the importance of managing conflict situations in such a way that there is always a win-win
situation in which all parties come away from the setting without losing face and the feeling that they
could continue to work on the project together.

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Ramona Khan makes a point on Conflict Management during her
presentation.

Day 3 Continued: PM session

During the AM session there was an earthquake and the decision was taken to cancel all presentations
for the PM session of the workshop.
The case studies for session 3 were distributed to participants asking them to peruse the contents in
preparation for that session being done the next morning.

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FEEDBACK ON DAY 3

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DAY 4

PRESENTATIONS

Presentation 1

Dr. Primnath Gooptar: 5 Case Studies.

There was a change in the program in which the first session- The Art of a Good Meeting by Elizabeth
Crouch – was replaced by the case studies presentation. It was decided that ‘The Art of a Good Meeting’
by Elizabeth Crouch would be presented the next day.

Five Case studies were presented to the participants (See appendix). Participants were divided into eight
groups which meant that a few of the case studies were repeated with three groups. The case studies
that were repeated were one, three and five. Groups were given 40 minutes to review and discuss the
case studies relevant to each group. Groups were then given 5 to 8 minutes each to present their
review, comments and solutions on the case studies. To guide the groups, they were given five guides/
questions to direct their deliberations. The guides/questions were: identify the leadership issues in this
scenario; suggested strategies for overcoming those issues; what do you see as the main stumbling
block for resolving the problem/s identified?; identify a solution to the major issue at hand and what
major lesson you take away from this scenario?.

Following represent the condensed views as presented by the various groups on the three headings:

ISSUES

➢ authoritarian leadership (shark)
➢ winning at all costs
➢ lack of integrity
➢ no shared decision-making
➢ lack of support from principal for teachers
➢ poor communication
➢ poor delegation of authority responsibilities

SOLUTIONS

❖ teambuilding exercises
❖ leadership training

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

❖ creating the culture of openness
❖ build strong relationships with stakeholders
❖ greater involvement of stakeholders in the development of a school culture
❖ conflict resolution exercises
❖ mediation workshops/exercises
❖ need for creation of the vision and mission for all
❖ need for leaders to exemplify qualities they wish to see in stakeholders
❖ develop and implement support systems for all concerned
❖ lead by example

LEARNING POINT
self-awareness
every chart is important
the importance of flexible leadership
no objective can be achieved without support from all stakeholders
no one person can get everything done; you always needed the support of stakeholders.

➢ Some General comments from participants:
➢ The case studies seemed to pull together much of the theoretical work done during the previous

sessions;
➢ The case studies were very relevant to the present school settings;
➢ The case studies were very realistic;
➢ The case studies brought so much together and reminded us of the kind of problems we deal

with on a daily basis at the school.

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Two principals present their group’s findings on a case study during
Dr. Primnath Gooptar’s session

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Presentation 2

Ms. Elizabeth Nonweiler: Implications of implementing Jolly Phonics

Mrs. Nonweiler summarized the Jolly Phonics program for principals

and explored the underlying principles of the Jolly Phonics program

explaining how it would help students to learn to read now and in the

future. She then explored the basic alphabetic code associated with

the Jolly Phonics program and how the teachers should teach it, step-

by-step. She further explored how students’ progress with the Jolly

Phonics program and concluded with the implications for regular,

persistent application of the Jolly Phonics program. She noted the

importance of regular practice in order to get the best out of the

program. Nonweiler next looked at words and sounds not covered by

the Jolly Phonics program such as tricky words and noted that such

words should only be taught after the basic 42 sounds of the Jolly

Elizabeth Nonweiler Phonics program had been taught to students.
She implored principals to try and implement the Jolly Phonics

program during the literacy block during the AM session preferably first session in the morning. She

noted the importance of the principal being part of the implementation team working with the infant

teachers to implement the program in their schools and explored with the principals, techniques for

assessments of the students in the Jolly Phonics program and recommended the pretest and posttest

assist them specific recommended word settings for the students.

Nonweiler further described for the principals some of the materials teachers would receive in their Jolly
Phonics kits and the use of such materials in the classroom. She concluded the session by indicating to
principals that during the first term in the infant 1 class while the 42 basic Jolly Phonics sounds are being
taught, no formal writing should be attempted. That could begin in the second term of the academic
year once students become familiar with the basic Jolly Phonics sounds and the writing of those letter
sounds.

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Day 4 Continued: PM session
Presentation 3

Avenelle Johnson: Development of the infant classroom.

Ms. Johnson is the CEO’s appointee, Ministry of Education, for the Jolly Phonics program.

Mrs. Johnson developed and established a model classroom on display at the tearoom. The purpose of
this display was to guide principals and teachers regarding the establishment of a model classroom in
their school. While admitting that it is not possible, because of lack of space, for every school to
establish a model classroom, she felt that it was important that they improve the literacy environment
of the classroom and that aspects of the model classroom could be incorporated in that development.
She noted that the establishment of the model classroom is one way of putting into practice some of the
theoretical framework on learning and the literacy environment. She explored some ways in which the
enhanced classroom/model classroom can assist the teacher in the delivery of the curriculum,
particularly the Jolly Phonics program and how it could further enhance learning capability for the child.
She looked at the characteristics of the environment in terms of what could be done in the classroom
context include the students and facilitates leadership among them. She also noted that students could
contribute their own material and have subgroups leaders to manage their space.
Ms. Johnson explored different aspects of the model classroom and pointed out that the model
classroom creates opportunities for the child to read, write, draw, color, revise which can all assist in the
enhanced literacy of the child. She further noted the importance of teachers creating settings and the
apparatus for students’ personal readings and concluded guidelines on the establishment of an
enhanced literacy classroom, reminding principals and by extension teachers of the importance of
making the classroom and materials therein safe, responsible, and respectful of the child.

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

DAY 5
PRESENTATIONS
Presentation 1

Elizabeth Crouch: The Art of a Good Meeting

Mrs. Crouch commenced the session with an exploration of the importance of conducting a good
meeting in the school setting and impressed upon participants the notion that the conduct of a good
meeting is a learned skill.

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Participants were divided into seven groups each with the task of simulating a specific meeting within
the school setting. After the deliberations by the groups, each group simulated a short meeting followed
by a question-and-answer session. The seven simulated group meetings as follows:

❖ Meeting with the trained Jolly Phonics infant teachers.
❖ Meeting with the whole infant department.
❖ Staff meeting.
❖ Parenting meeting re: Jolly Phonics program.
❖ Stakeholders meeting re: Jolly Phonics program.
❖ Ancillary Staff meeting re: implementation of the Jolly Phonics program.
❖ Heads of Department meeting.
Meetings dealt with problems that principals felt could impact on the implementation of the Jolly
Phonics program in their schools at various levels for example, the infant department, whole school,
staff, parents, stakeholders and ancillary staff levels. Some of the problems or issues identified by the
various groups in their presentations were:
➢ Getting additional resources.
➢ Awareness of the Jolly Phonics program by staff members and other stakeholders.
➢ Training and succession planning for the continuation of the Jolly Phonics program.
➢ Empowerment of teachers, staff and other personnel.
➢ Transformation of the school into a Jolly Phonics school.
➢ Using the trained Jolly Phonics teachers to train other teachers to sell the program to other staff

members and stakeholders.
➢ Getting all stakeholders on board as part of the implementation of the Jolly Phonics program.
➢ Teaching of the Jolly Phonics program in the recommended manner as a standalone approach,

not a mixed approach.
➢ Staff relationships.
➢ All inclusiveness.
➢ Senior versus junior staff members as regards training and upgrades.

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

A group of principals in discussion during Elizabeth Crouch's session on 'The Art of a Good
Meeting'

Some of the other points that principals felt were very important included:

❖ Making maximum use of school and the related personnel.
❖ Maximization of the use of resources.
❖ The location and timing of meetings.
❖ Seating arrangement for meetings, that is, the principal should arrange seating in such a manner

that he does not seem to be in an authoritative position while conducting the meeting.
❖ Principals alone cannot do everything and therefore need the support of others in the school

setting to get the work done.

Presentation 2

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Margaret Johnston: Parenting for Literacy

Ms. Johnston explored the importance of having parents on board for the successful implementation of
the Jolly Phonics program and gave an overview of a locally developed program by the Franciscan
Institute – Parenting for Literacy – which can be used to sensitize parents about the need to have them
work with the children in the educational development, particularly the Jolly Phonics program. She
noted that the program was very practical and activity-based and did not require any set of literacy skills
from the parents for their participation. She noted that each school on the Jolly Phonics program was
mandated by the School Leadership Center to implement the Parenting for Literacy program one day
per week for four consecutive weeks with a duration of two hours per day.

She further noted that at the end of the program participants will:

❖ Gain a better understanding of the importance of literacy in the life of the child.
❖ Better understand the role of play in the development of the child.
❖ Learn to model appropriate behavior for the children.
❖ Understand the importance of blending and awareness of sounds in words.
❖ Be able to do activities with the children to assist in building hand-eye coordination and spatial

skills.

Every parent completing the four-day training session will receive a certificate of participation and the
complementary back with literature as a keepsake. She implored principals to find innovative ways to
encourage parents to come out and attend the Parenting for Literacy programs in the interest of their
children.

She concluded that the session with an overview of the physical requirements (room and multimedia)
for the conduct of the program which included workspace, PowerPoint projector, speakers, whiteboard
or flipcharts, markers and other such amenities as needed for the workshop presentations.

Presentation 3

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SCHOOL LEADERSHIP CENTER: TRAINING FOR PRINCIPALS LFL/JP

Mrs. Quamina Baptiste: Partnering with NALIS

Mrs. Baptiste presented principals with an overview of the guidelines for students joining the library.
She explored the contents of the library form to be completed by parents and submitted to the library.
She indicated that because of the special nature of the Leading for Literacy project some special
considerations were given that allowed principals to verify the information on the forms and stamp the
forms with the school stamped before submitting them to the library. She encouraged principals to
have the children in the Leading for Literacy program joined the library and visit the library as a team
and borrow books as often as possible. She noted the benefits to the students, the teachers and the
parents and encouraged all to join the library. She further noted that at the end of the academic year
the very special program Leading for Literacy – Children Read to their Communities – would be held at
the fairest libraries of the children will be given the opportunity to demonstrate their reading abilities
that the cane the Trinity Jolly Phonics program during the previous year. The handout entitled Leading
for Literacy phase if his five, and informative guide for principals, teachers and library teams were given
to principals for the information with regards to the Leading for Literacy program at NALIS.

Day 5 Continued: PM session

The P.M. Session was dedicated to distributing LFL/Jolly Phonics resources to principals and teachers.
The resources were provided through the generous support of Republic Bank Limited Foundation-Power
to Make a Difference.
Among the resources distributed to the schools the following stand out:
1 Jolly Phonics Kit each
50-60 Jolly Phonics Pupil Work Book 1 each
20-30 Jolly Phonics Pupil Work Book 2 each

1 Jolly Phonics Handbook each
2 Jolly Phonics Grammar 1 Handbook each
3 Jolly Phonics Handbook each
4 Jolly Grammar Big Book
5 Parenting for Literacy Banner

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